What’s MY address? The Path to the Revolutionary War
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WHAT’S MY ADDRESS?THE PATH TO THE
REVOLUTIONARY WAR
Kathy Cali & Jill Helms
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What's My Address 2
Learning ObjectivesCA History-Social Science Standard5.1.1 Understand how political, religious, and economic ideas and
interests brought about the Revolution (e.g., resistance to imperial policy, the
Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
CA English-Language Arts Standard2.1 Understand how text features make information accessible and
usable.
2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge
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What's My Address 3
So, what are we doing? Pretend you are a
political activist or English loyalist in Colonial America.
You want to let people know the impact of a recent speech, event or law passed
Make a postcard giving your interpretation
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What's My Address 4
How do we do that? Choose one of the
examples provided Create an “address” for
your post card The address gives clues
about the meaning of the speech, law, or event.
Include a picture that represents the impact of the speech
Write a brief message explaining its importance.
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What's My Address 5
Show me please!Dear Friend,
Our news travels so slowly here in the colonies that need to form the Committees of Correspondence. Our members from different colonies will write letters to one another to keep abreast of the events brought down on us from the British Parliament. Boston formed the first committee in 1764, and the following year, New York followed suit. By keeping informed of these abuses, we all can support each other . Mr. Samuel Adams wants all the colonies to protest laws and orders issued by the British government. It will be great if every colony would boycott British goods. That will teach them to mess with us.Yours in the cause,Jill Helms
Kathy Cali1764 Gossip WayCommunication, MA 14812
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What's My Address 6
And on the other side?
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What's My Address
What are my choices?(click on the picture to go to research websites)
7
The ProclamationOf 1763
1St Continental Congress
The Coercive Acts
The Tea Act“Give me liberty or give me death!”
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What’s the “code”?Address DescriptionWay Suggests a solution to a problemDrive Charts a new course of direction, announces new policyCircle Tries to bring closure to an issue; marks the end of an eraLane Raises issues associated with historical memoryCourt Someone is flirting with or “courting” disasterPlace Sets elements for an historical momentBlvd. Someone is lying
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What's My Address 9
Find the Facts
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What is the SPECial Significance?
Social: having to do with people in groups, how they live together, gender (male or female), economic status and ethnicity (characteristics of a culture)
Political: having to do with gaining, seeking, and organizing power, events related to the function of government – making laws, enforcing laws and explaining laws
Economic: having to do with how people meet their basic material needs; producing, distributing and consuming (using) goods and services; includes trade, money and taxes
Cultural: having to do with the technology, arts and institutions of a group of people at a given time; includes behavior and values, religion.
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How will I know?Main Idea
SPEC
Social
(notes)
Political
(notes)
Economical
(notes)
Cultural
(notes)
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What's My Address 12
How will I be graded?
Windsock Book Project: Grading Rubric
Score
Area Assessed
1 The student is consistently
performing below grade level in standard.
2 The student has achieved
partial mastery of standards with 60-74% mastery.
3 The student consistently
meets standards with 75-89% accuracy.
4 The student consistently
meets standards with 90-100% accuracy.
Reading:
Comprehension of Informational
Materials
-Cannot discern the main idea of the selection. -Events are not presented in sequential order and do not clearly relate to the big idea.
-Attempts to discern the main idea of the selection but lacks sufficient evidence. - may not clearly relate to the big idea. -Most events are presented in sequential order
Demonstrates the following: -Discerns the main idea of the selection. - most facts relate to the big idea. -All events are presented in sequential order
Demonstrates the following and uses additional insights to explain the following: -Discerns the main idea of the selection - Clearly relates facts to the big idea. -All events are presented in sequential order
Application:
Construction of the “postal address”
Unable to make connection of information to the street name and elements of the address .
Street name and elements of the address somewhat relate to the event/speech/policy
Street name accurately corresponds to paragraph perspective Some elements reflect the event/speech/policy
Street name accurately corresponds to paragraph perspective. All required elements reflect the event/speech/policy
Writing: Language Conventions
Sentence structure, grammar,
punctuation, capitalization, spelling
-Numerous errors in punctuation, capitalization, sentence structure, and spelling
-Noticeable errors in capitalization & punctuation throughout. -Rarely uses complex sentence structure -Consistently misspells words
Some errors, but not a distraction: -Correct capitalization & punctuation throughout. -Consistently uses complex sentence structure -Consistently spells words correctly
-Consistently uses: -correct capitalization & punctuation throughout. - complex sentence structure - correct spelling
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APPENDIXThe following slides are teacher
references
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What's My Address 14
The First Continental Congress
http://www.kidport.com/reflib/usahistory/americanrevolution/Video/FirstContCongress.htm
http://www.ushistory.org/declaration/related/congress.htm
http://www.u-s-history.com/pages/h650.html
http://www.kidport.com/reflib/usahistory/americanrevolution/firstcongress.htm
http://library.thinkquest.org/TQ0312848/ccf.htm
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The Proclamation of 1763
http://www.kidport.com/reflib/usahistory/americanrevolution/Video/FirstContCongress.htm
http://www.ushistory.org/declaration/related/congress.htm
http://www.u-s-history.com/pages/h650.html
http://www.kidport.com/reflib/usahistory/americanrevolution/firstcongress.htm
http://library.thinkquest.org/TQ0312848/ccf.htm
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The Coercive Actshttp://www.u-s-history.com/pages/h647.html
http://www.historyhome.co.uk/c-eight/america/coercive.htm
http://teachingamericanhistory.org/library/index.asp?document=489
http://www.ga.k12.pa.us/academics/ls/4/sstudies/colonial/4k/4k98/4keoj.htm
http://www.mrnussbaum.com/history/btparty.htm
http://www.history.com/this-day-in-history/british-parliament-adopts-the-coercive-acts
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What's My Address 17
The Tea Acthttp://www.ushistory.org/declaration/related/teaact.htm
http://www.socialstudiesforkids.com/wwww/us/teaactdef.htm
http://www.boston-tea-party.org/tea-act.html
http://www.u-s-history.com/pages/h1248.html
http://www.youtube.com/watch?v=hk06HNe00io
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“Give me liberty or give me death”
http://libertyonline.hypermall.com/henry-liberty.html
http://www.history.org/almanack/life/politics/giveme.cfm
http://www.youtube.com/watch?v=iEOets_L7vg
http://www.ushistory.org/declaration/related/henry.htm